List some of the characteristics that constitute such a system. What would be the goal or goals of your ideal system?

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List some of the characteristics that constitute such a system. What would be the goal or goals of your ideal system?

Think about how you would go about implementing your ideal system.

Consider some of the problems you are likely to encounter.

Must address all of the topics.

50-word minimum/250-word maximum without the references.

Minimum of two references (the course textbook can be one of the references, as well as the organizational website) in APA format. If additional articles were chosen, they must have been published within the last 3-5 years.

Turning in your final treatment plan and Analysis The final treatment plan will include the primary diagnosis, and diagnostic testing recommended by National Guidelines.

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Requirements: Part 2- Turning in your final treatment plan and Analysis The final treatment plan will include the primary diagnosis, and diagnostic testing recommended by National Guidelines. Medications, interventions, education, labs, follow up, referrals. After completing the treatment plan include the following sections in a large area called ANALYSIS: 1. Pathophysiology and Pharmacology: For the primary diagnoses in the case, write a brief summary of the underlying pathophysiology and tie pharmacological treatment chosen in the reversal or control of that pathology. 2. .Additional analysis of the case: This includes national guidelines that were or should have been used to make diagnosis or treatment and review how they applied or how care was unique but based in guidelines. 3. Follow-up/Referrals: This means how the patient was doing when seen a second time if this applies. This would be their response to your plan of care. OR when Follow up will occur and what actions will be taken on the follow up visit. Referrals if indicated. 4. Quality: Include anything that should have been considered in hindsight or changes you would make in seeing similar patients in the future with the same complaint, history, exam, or diagnosis. Add anything you learned from discussion in the class that shed new light on this patient. 5. Coding and Billing. Any or all CPT and ICD-10 codes that should have been used (List them and name them only. Written in a word document and submitted in the Week 6 case study summary submission box. NR603 Week 6 Mental Health Flipped Classroom Assignment Part 2_Sept19 NR603 Week 6 Mental Health Flipped Classroom Assignment Part 2_Sept19 Criteria Ratings Pts This criterion is linked to a Learning OutcomeDiscussion Content Possible Points = 35 Points Application of Course Knowledge: Thorough treatment plan and analysis of the following for summary: guidelines that should have been used, what further should have been added to care or follow up, lessons learned from this and class discussion. The final analysis section must also contain: *Pathophysiology and Pharmacology analysis *Additional analysis of the case as noted above *Follow-up *Quality Analysis *Coding and Billing using original dialogue i.e., no direct quotes. Diagnostic testing recommended follows National Guidelines. Clinical insights are supported by rationale and student addresses all assignment criterion. 25.0 pts Excellent Thorough treatment plan and analysis of the following for summary: guidelines that should have been used, what further should have been added to care or follow up, lessons learned from this and class discussion. The final analysis section must also contain: *Pathophysiology and Pharmacology analysis *Additional analysis of the case as noted above *Follow-up *Quality Analysis *Coding and Billing using original dialogue i.e., no direct quotes. Diagnostic testing recommended follows National Guidelines. Clinical insights are supported by rationale and student addresses all assignment criterion. 23.0 pts V. Good Some accurate clinical application of treatment plan and analysis of the following for summary: guidelines that should have been used, what further should have been added to care or follow up, lessons learned from this and class discussion. The final analysis section must also contain: *Pathophysiology and Pharmacology analysis *Additional analysis of the case as noted above *Follow-up *Quality Analysis *Coding and Billing using original dialogue i.e., no direct quotes. Diagnostic testing recommended follows National Guidelines. Clinical insights are supported by rationale and student addresses all assignment criterion. 21.0 pts Satisfactory Some accurate clinical application of treatment plan and analysis of the following for summary: however guidelines only generally discussed without reflection on actual treatment decisions that should have been made. The final analysis section missing at least one: *Pathophysiology and Pharmacology analysis *Additional analysis of the case as noted above *Follow-up *Quality Analysis *Coding and Billing using original dialogue i.e., no direct quotes. Diagnostic testing recommended follows National Guidelines. Clinical insights are supported by rationale and student addresses all assignment criterion. 13.0 pts Needs Improvement Little to no clinical application treatment plan and analysis of the following for summary: however guidelines only generally discussed without reflection on actual treatment decisions that should have been made. The final analysis section missing at least one: *Pathophysiology and Pharmacology analysis *Additional analysis of the case as noted above *Follow-up *Quality Analysis *Coding and Billing using original dialogue i.e., no direct quotes. Diagnostic testing recommendedoes not follow National Guidelines. Student missing more than one portion of analysis. 0.0 pts Unsatisfactory Post contributes no clinically accurate perspectives/insights applicable to clinical content area/identified chief complaint presentation in original dialogue (no direct quotes) related to assigned Mental Health Diagnosis: OR **Analysis is missing 25.0 pts This criterion is linked to a Learning OutcomeEvidence Based Resources Discussion post fully supported by evidence from appropriate sources published within the last five years including National Guidelines. Content of journal articles represents a logical link between the article content and the assigned topics/case study information. In-text citations and complete references are provided. 10.0 pts Excellent Discussion post fully supported by evidence from appropriate sources published within the last five years including National Guidelines. Content of journal articles represents a logical link between the article content and the assigned topics/case study information. In-text citations and complete references are provided. 9.0 pts V. Good Discussion post is partially supported by evidence from appropriate sources published within the last five years. In-text citations and complete references are provided. Evidence-based reference(s) used but may not fully demonstrate National guidelines or fully support treatment recommendations. 8.0 pts Satisfactory Discussion post is supported by evidence from appropriate resources however National Guidelines are not referenced in regard to diagnostic testing and treatment planning OR Journal articles do not represent logical link between the article content and assigned topics/ case study. 5.0 pts Needs Improvement Discussion post not fully supported by evidence from appropriate sources published within the last five years OR does not include National Guidelines AND Content of journal articles does not represents a logical link between the article content and the assigned topics/case study information. In-text citations and complete references are provided. 0.0 pts Unsatisfactory Discussion post is not supported by evidence from appropriate sources published within the last five years. National Guidelines are not used to support post. References and in-text citations may be incomplete. 10.0 pts This criterion is linked to a Learning OutcomeDiscussion Format Possible Points = 5 Points Organization & APA Discussion post presented in a logical, meaningful, and understandable sequence. Headings reflect separation of criterion outlined in assignment guidelines AND there are minimal spelling or grammatical errors. (*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included. 5.0 pts Excellent Discussion post presented in a logical, meaningful, and understandable sequence. Organization of topics and transitions among ideas lends clarity to the discussion. Headings and paragraph spacing are used logically and contribute to evidence of the assigned disease. Zero errors in grammar/spelling. Strong ability to communicate thoughts and ideas concisely. 4.0 pts V. Good Discussion post presented in a logical, meaningful, and understandable sequence, However minimal transitions, headings and spacing used to organize thoughts. Zero to 2 errors in grammar/spelling but no effect on ability to communicate thoughts and ideas. 3.0 pts Satisfactory May be unclear or difficult to follow in places. Headings, paragraphs and spacing. 3-6 errors in grammar/spelling with no effect on ability to communicate thoughts and ideas. 2.0 pts Needs Improvement May be unclear or difficult to follow in places. Weak linkage to assigned mental health topic. >6 errors in grammar/spelling which contributes somewhat to effectiveness of ability to communicate thoughts and ideas. 0.0 pts Unsatisfactory Discussion topics not linked through organization of thoughts, paragraph, spacing or headings. Lack of organization contributes to lack of understanding of thought process. Errors in grammar contribute to a fundamental lack of understanding of information presented. 5.0 pts This criterion is linked to a Learning OutcomeParticipation Discussion late penalty deductions A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday 1159PM MT of Week 6, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0) 0.0 pts Minus Points 0.0 pts Minus Points 0.0 pts Total Points: 40.0 Previous Next

Why is financial management important in healthcare?

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3 paragraphs in length with 3 references to justify your answer. Use APA format.

 

  1. Why is financial management important in healthcare?
  2. Why is it important for nurses to understand health care financing?
  3. Name some key financial definitions in Nursing.

List the risk factors for cerebrovascular accidents and why?

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  • List the risk factors for cerebrovascular accidents and why?
  • What cultures are at higher risk and why?
  • Describe the 0 to 4+ scale for scoring deep tendon reflexes.
  • What would you expect to find in a patient with diabetic peripheral neuropathy?
  • Share any experience you have encountered and elaborate.

Submission Instructions:

  • Your initial post should be at least 500 words, formatted and cited in proper current APA style 7 ed with support from at least 3 academic sources WHICH MUST BE REFERENCED IN APA 7 ED AND MUST BE JOURNAL ARTICLES AND BOOKS , BOTH PUBLISHED FROM 2017 UP TO NOW. NO WEBSITES REFERENCED.

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

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Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

Individual Success Plan

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NRS-493 Individual Success Plan

REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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Complete Contact Information
 Student InformationGCU
 Name: 
 E-mail:  
 Phone Number:  
 Course Faculty InformationGCU
 Name: 
 E-mail:  
 Phone Number:  
 Practicum Preceptor InformationPractice Setting
 Name: 
 E-mail:  
 Phone Number:  

 

 

 

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements

Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.

Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

 

 

 

 

 

 

TopicGraded AssignmentIndirect Clinical Assignments
Topic 11. Individual Success Plan

2. Reflection Journal Entry

1. List of potential topics for the change proposal
Topic 21. Topic Selection Approval Paper

2. Reflection Journal Entry

1. Search the literature for supporting journal articles

2. Summary of topic category; community or leadership

Topic 31. PICOT Question Paper

2. Reflection Journal Entry

1. List of objectives
Topic 41. Literature Evaluation Table

2. Reflection Journal Entry

1. List of measurable outcomes
Topic 51. Reflection Journal Entry1. Summary of the strategic plan

2. Midterm Evaluation Tool

Topic 61. Literature Review Table

2. Reflection Journal Entry

1. List of resources
Topic 71. Reflection Journal Entry1. Summary of the evaluation plan

2. Remediation-if required

Topic 81. Benchmark Written Capstone Project Change Proposal

2. Reflection Journal Entry

 
Topic 91. Reflection Journal Entry1. Professional Presentation
Topic 101. Finalized ISP

2. Scholarly Activity Summary

3. Benchmark-Reflection Journal Summary

1. Summary of presentation

2. Final Clinical Evaluation Tool

3. Practice Clinical Evaluation Tool-Agency

4. Practice Clinical Evaluation Tool-Preceptor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Application-based Learning Course AssignmentsList of Current Course ObjectivesAssignment

Date Due

Self-Assessment:

Programmatic Domains & Competencies

(see Appendix A)

Self-Assessment:

GCU RN-to-BSN

University Mission Critical Competencies

(see Appendix A)

Date

Assignment

Completed

      
      
      
      
      
      
      
      
      
      
      
      
      
      
      

 

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

 

Student Signature
Name: 
Date: 
Preceptor Signature [Upon Initiation of Course]
Name: 
Date: 
Preceptor Signature [Upon Completion of Course]
Name: 
Date: 

 

cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com

 

 

© 2015. Grand Canyon University. All Rights Reserved.

© 2015. Grand Canyon University. All Rights Reserved.

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

A. University’s Mission Critical Competencies

How does this Individual Success Plan support the GCU Mission?

MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

 

B. Domains and Competencies

How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role

Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1: Exemplify professionalism in diverse health care settings.

1.2: Manage patient care within the changing environment of the health care system.

1.3: Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4: Participate in health care policy development to influence nursing practice and health care.

1.5: Advocate for autonomy and social justice for individuals and diverse populations.

 

Domain 2: Theoretical Foundations of Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1: Incorporate liberal arts and science studies into nursing knowledge.

2.2: Comprehend nursing concepts and health theories.

2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice

Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1: Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2: Implement patient care decisions based on evidence-based practice.

3.3: Provide individualized education to diverse patient populations in a variety of health care settings.

3.4: Demonstrate professional standards of practice.

Domain 4: Communication/Informatics

Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1: Utilize patient care technology and information management systems.

4.2: Communicate therapeutically with patients.

4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care

Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1: Understand the human experience across the health-illness continuum.

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3: Provide culturally sensitive care.

5.4: Preserve the integrity and human dignity in the care of all patients.

Running Head: CARE COORDINATION 1

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Running Head: CARE COORDINATION 1

 

CARE COORDINATION 8

 

 

 

 

 

 

 

Preliminary Care Coordination Plan

Capella University

Alexander Ruche

 

 

 

 

 

 

 

Introduction

The role of care coordination is to ensure that there exists integrated services that meet the needs of individuals. The focus of care coordination lies in the delivery of recovery-focused and collaborative services that connect people to healthcare services. A key necessity for care coordination is the management of chronically sick patients. Chronically ill patients are a part of interconnected problems as they affect the social circles around them (Hannigan et. al., 2018). Just as it is complicated to the patients, so is it on service provision, hence mandating for family and friend to be a part of a multidisciplinary approach in relation to provision of care. Hence as a result, the issue on chronically ill patients is not one that can be handled by a single profession but rather one that requires a multidisciplinary approach and a care coordination plan to best deal with the health concerns (Hannigan et. al., 2018).

Chronic Obstructive Pulmonary Disease (COPD)

COPD is a type of obstructive lung disease often characterized by long-term breathing problems and poor airflow resulting in difficulties when breathing. It tends to be characterized by shortness of breath as well as coughs accompanied with sputum production. Therefore, patients with COPD tend to present various complex health issues that demand for immediate pharmacological interventions (Hanania et. al., 2018). Care coordination assists in solving these complexities and in providing alternatives to quality health care. By offering a collaborative approach it is possible to address not only the patient’s needs in relation to the respiratory aspect of the disease but also in addressing the systemic effects and comorbidities associated with the illness (Hanania et. al., 2018). According to the Journal of Chronic Pulmonary Diseases, the most appropriate practices for care coordination for COPD include pulmonary rehabilitation, care integration, a holistic approach and an inclusion of a care transition model. These practices help to meet the complex needs of managing COPD. However, regardless of the clear goals in managing COPD, there still exist certain challenges (Hanania et. al., 2018). One such challenge is dealing with the hopelessness of the condition. Often physicians face uncertainties in diagnosing the disease, identifying its medications and hospitalizations. Even worse, patients in the past have shown non-compliance as a result of the disease’s complexity (Hanania et. al., 2018). All in all, an effective care coordination plan would help to effectively manage the condition of COPD.

Care Coordination Plan

To help attain success in the care coordination for Mr. Andrew Anderson a team of fifteen professionals will be selected. Although this team seems large, past research shows that a big number of people is important when creating diversity and expertise in COPD management. This team will compromise of nurses, pulmonologists and general experts all with a specific interest in COPD (Korpershoek et. al., 2017). The goal of the plan will be to create awareness around the disease, to offer a guideline based management, rehabilitation and self-management support program. The plan is also aimed at improving patient outcomes as evidenced in the attachment below:

PATIENTS NAME: Mr. Anderson

CONTACT: Private

ADDRESS: Private

 

1. Self-management behavior

 

a. Adherence to pharmacology- Consume prednisolone 30mg every day. Helps in reducing instances of exacerbation, failure of treatment, admission, and improves hypoxemia.

· Adhere to using albuterol (Combivent) 100 mcg/20 mcg after every 6 hours and must not exceed 6 actuations daily. Such helps to boost instances of dyspnea and activity tolerance during the daily exercise regimens (Korpershoek et. al., 2017).

· Take ciprofloxacin twice every day because it lowers instances of treatment failure

● Please note that medications will be collected at Walgreens Pharmacy located in Cutler Bay.

SCORE OF ADHERANCE

ExcellentModeratePoor
   

 

 

2. Patient Education

a. Mr. Anderson will attend a smoking cessation program at Primax Rehabilitation Program. After the end of six months Mr. Anderson will have managed his smoking habits. By being part of the rehabilitation program, you will have modified the occurrence of the disease and lowered instances of contracting myocardial infarction and lung cancer. It is paramount to note that the effects of quitting smoking will not be evidenced until after several months of quitting (Jiménez-Ruiz et. al., 2015).

b. Enroll in a muscle relaxation program at the Pembroke Resource Center. Such will promote Mr. Anderson’s respiratory and psychological well-being. The center will offer activities like yoga, muscle relaxation and deep breathing exercises (Volpato, et. al., 2015).These exercises will be aimed at improving his breathing capacity and will be done every Monday and Friday.

c. Take part in the training of early detection of exacerbation at the Porta General Hospital as directed by the program coordinator. In the event of an exacerbation contact the care coordinator. While at the training you will be looked after by the lead physician and community nurse (May et. al., 2016).

 

Write date, day and time of attendance.

Smoking cessation programRelaxation techniquesEarly detection of exacerbation
   

 

●Rate the usefulness of every program in a percentage score: (e.g. 20%, 50%, 100%)

– Smoking cessation program:

– Relaxation technique

– Early detection of exacerbation

3. Influenza Vaccination

 

After the first week, you will get the influenza vaccine from South Miami Hospital. The vaccine is very useful since influenza is termed as the second most common cause of COPD exacerbations. The vaccination will help reduce instances of attacks (Nici & ZuWallack, 2018).

4. Involvement by the family

For effective management of COPD management, family intervention is important. Family will help in offering emotional support during the journey. They will also help in supporting smoking cessation and facilitate drug adherence. Mr. Anderson will involve his spouse in the training programs while attending the monthly COPD clinics with him. Such ensures not just support but will make it easier for the care coordinator to monitor the patient for best outcomes.

CONTACTS Signature

Care Coordinator: 734-755-602

Walgreens Pharmacy: 965-546-8300

Lead physician: 953-493-398

Local clinic: 955-412-0134

Pembroke Resource Center: 308-680-5075

Ambulance: 720-119-3647

 

 

 

 

 

 

References

Hannigan, B., Simpson, A., Coffey, M., Barlow, S., & Jones, A. (2018). Care coordination as imagined, care coordination as done: findings from a cross-national mental health systems study. International Journal of Integrated Care, 18(3).

Hanania, N. A., Hawken, N., Gilbert, I., Martinez, F. J., Fox, K. M., Ross, M. M., … & Tervonen, T. (2018). What Symptomatic Patients with Asthma and Chronic Obstructive Pulmonary Disease (COPD) Find Important in Their Maintenance Inhaler Therapy: A Focus Group Study. In C37. OPTIMIZING ASTHMA CARE ACROSS DIVERSE PATIENTS (pp. A4863-A4863). American Thoracic Society.

Jiménez-Ruiz, C. A., Andreas, S., Lewis, K. E., Tonnesen, P., Van Schayck, C., Hajek, P., … Gratziou, C. (2015). Statement on smoking cessation in COPD and other pulmonary diseases and in smokers with comorbidities who find it difficult to quit. European Respiratory Journal, 46(1), 61-79. doi:10.1183/09031936.00092614

Korpershoek, Y., Bruins Slot, J., Effing, T., Schuurmans, M., & Trappenburg, J. (2017). Self-management behaviors to reduce exacerbation impact in COPD patients: a Delphi study. International Journal of Chronic Obstructive Pulmonary Disease, Volume 12, 2735-2746. doi:10.2147/copd.s138867

May, C. R., Cummings, A., Myall, M., Harvey, J., Pope, C., Griffiths, P., … Richardson, A. (2016). Experiences of long-term life-limiting conditions among patients and carers: what can we learn from a meta-review of systematic reviews of qualitative studies of chronic heart failure, chronic obstructive pulmonary disease and chronic kidney disease? BMJ Open, 6(10), e011694. doi:10.1136/bmjopen-2016-011694

Nici, L., & ZuWallack, R. (2018). Integrated care in chronic obstructive pulmonary disease and rehabilitation. COPD: Journal of Chronic Obstructive Pulmonary Disease, 15(3), 223-230.

Volpato, E., Banfi, P., Rogers, S. M., & Pagnini, F. (2015). Relaxation Techniques for People with Chronic Obstructive Pulmonary Disease: A Systematic Review and a Meta-Analysis. Evidence-Based Complementary and Alternative Medicine, 2015, 1-22. doi:10.1155/2015/628365

Describe the Punnett Square and what it used to predict. What are the limitations of the Punnett Square?

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Describe the Punnett Square and what it used to predict. What are the limitations of the Punnett Square?

Mom is a carrier for hemophilia but does not have the disease.
Dad does not have hemophilia

Using the Punnett Square, answer the following questions:

  • What is the probability a female offspring developing hemophilia?
  • What is the probability of a female offspring being a carrier for hemophilia?
  • What is the probability of a male offspring developing hemophilia?
  • What is the probability of a male offspring being a carrier developing hemophilia?
  • What is the probability of any offspring developing hemophilia?
  • Explain why only some offspring would develop the disease?
  • If this were about Cystic Fibrosis, how would the responses be different to the questions in the Initial Post? Give a detailed explanation supporting your response.
  • Down Syndrome is another genetic disorder. Why is the Punnett Square not a good tool for predicting if offspring will have Down Syndrome? Why does the risk for Down’s Syndrome increase with maternal age?

Ethics and Evidence-Based Research

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Ethics and Evidence-Based Research

Write  a 1250-1500 word essay addressing each of the following  points/questions. Be sure to completely answer all the questions for  each bullet point. There should be three main sections, one for each  bullet below. Separate each section in your paper with a clear heading  that allows your professor to know which bullet you are addressing in  that section of your paper. Support your ideas with at least two (2)  sources using citations in your essay. Make sure to cite using the APA  writing style for the essay. The cover page and reference page in  correct APA do not count towards the minimum word amount. Review the  rubric criteria for this assignment.

Part 1: Describe  why ethical safeguards designed for clinical research may not be  feasible or appropriate for evidence-based practice or evidence-based  practice implementation projects.

Part 2:  Review the sectioned headed, Two Ethical Exemplars  in Chapter 22 of the textbook (Melnyk and Fineout-Overholt, 2015, pages  518-519). Discuss three main ethical controversies related to  implementing Evidence-Based Quality Improvement (EBQI) Initiatives.  Describe how these controversies relate to the four core ethical  principles.

Part 3: Identify which ethical principles may be in conflict with the concept of “patients having an ethical responsibility in improving healthcare.” Discuss how these conflicts may be resolved.

Assignment Expectations:

Length: 1250 – 1500 words
Structure:  Include a title page and reference page in APA format. These do not  count towards the minimum word count for this assignment. Your essay  must include an introduction and a conclusion.
References:  Use appropriate APA style in-text citations and references for all  resources utilized to answer the questions. A minimum of two (2)  scholarly sources are required for this assignment.

For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

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For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.

Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.

This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.

You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Adapt care based on patient-centered and person-focused factors.
    • Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
    • Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
  • Competency 3: Create a satisfying patient experience.
    • Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Defend decisions based on the code of ethics for nursing.
    • Make ethical decisions in designing patient-centered health interventions.
  • Competency 5: Explain how health care policies affect patient-centered care.
    • Identify relevant health policy implications for the coordination and continuum of care.

Preparation

In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner.

To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly.

Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Note: You are required to complete Assessment 1 before this assessment.

For this assessment:

  • Complete the preliminary care coordination plan you developed in Assessment 1.
  • Present the plan to the patient in a face-to-face clinical learning session. Communicate in a professional, culturally sensitive, and ethical manner.
  • Collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

Reminder: The time you spend presenting your final care coordination plan must be logged in the CORE ELMS system. The total time spent in securing individual participation in this activity in Assessment 1 and presenting your plan in this assessment must be at least three hours. The CORE ELMS link is located in the courseroom navigation menu.

Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.

Document Format and Length

Build on the preliminary plan document you created in Assessment 1. Your final plan should be 5–7 pages in length.

Supporting Evidence

Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
    • Address three patient health issues.
    • Design an intervention for each health issue.
    • Identify three community resources for each health intervention, so the patient may make an informed decision about what resources to use.
  • Make ethical decisions in designing patient-centered health interventions.
    • Consider the practical effects of specific decisions.
    • Include the ethical questions that generate uncertainty about the decisions you have made.
  • Identify relevant health policy implications for the coordination and continuum of care.
    • Cite specific health policy provisions.
  • Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient.
    • What aspects of the session would you change?
    • How might revisions to the plan improve future outcomes?
  • Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to improve patient satisfaction and better align the session with Healthy People 2020 goals and leading health indicators?
Additional Requirements

Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.

Grading Rubric:

1.  Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.

Passing Grade:  Designs comprehensive, patient-centered health interventions and timelines for care that reflect patient needs and preferences and the availability of essential resources delivered through direct clinical interaction that is logged in the CORE ELMS system.

2.  Make ethical decisions in designing patient-centered health interventions.

Passing Grade:  Makes insightful ethical decisions in designing patient-centered health interventions, informed by relevant ethical considerations, the practical effects of specific actions, and the significance of key uncertainties.

3.  Identify relevant health policy implications for the coordination and continuum of care.

Passing Grade:  Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences.

4.  Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient.

Passing Grade:  Evaluates learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient. Clearly explains the need for revisions to similar future sessions.

5.  Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.

Passing Grade:  Evaluates patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. Clearly explains the need for changes to enhance patient satisfactions and better align future sessions with Healthy People 2020 goals and leading health indicators.